1. Misconceptions in Chemistry
Particulate Nature of Matter
Amelia E. Punzalan
University of the Philippines
National Institute for Science and Mathematics Education
Development
September 2012

2. This presentation is based on the book chapter: Particulate Nature
of Matter by Amelia E. Punzalan and Elizabeth L. Marasigan in
Addressing Misconceptions in Mathematics and Science edited by
Josefina G. Belen, Aida I. Yap, Ester B. Ogena and Merle C. Tan.
The book is published by the University of the Philippines National
Institute for Science and Mathematics Education Development and
the Department of Science and Technology - Science Education
Institute in April 2008.
The book is UP NISMEDs contribution to the centennial celebration of the
University of the Philippines.
Communications may be sent to:
apunzalane@gmail.com

3. Particulate Nature of Matter
 Matter is made up of discrete particles.
 These particles are called atoms and molecules.
 There are empty spaces between these particles.
 These particles are in constant random motion.

4. Matter is made up of discrete
particles.
SURVEY:
Draw how air, water, and sugar would appear
through a very powerful magnifying glass.

5. Atoms and Molecules
An atom is the smallest particle of an element that
takes part in a chemical reaction.
An element is made up of one kind of atoms. An atom
consists of a nucleus and the surrounding electrons.
The nucleus contains protons and neutrons.

6. Atoms and Molecules
A molecule is the smallest particle of a substance
which can exist freely with all the characteristics by
which the substance is recognized The substance
may be an element or a compound.

7. Atoms and Molecules
A compound is made up of molecules that are alike
and contain more than one kind of atoms (at a later
stage, students will learn that some compounds are
made up of ions).

8. Students’ misconception about
atoms and molecules
They either equate atoms with molecules or do not
recognize the hierarchy between molecules and
atoms. They seem to confuse one for the other and
could not distinguish one from the other.

9. Sample Responses
Atoms
Ella, 3rd yr student: Atom is the simplest form of matter.
Examples: proton, electron.
Rico, 4th yr student: An atom is composed of small spheres
surrounded by molecules.
Ed, 3rd yr student: These are small particles in the middle
of axis. Example: nuclear

10. Sample Responses
Molecules
Ester, 3rd yr student: The particles in a particular atom.
Examples: hydrogen, oxygen.
Ria, 4th yr student: A molecule is the smallest part.
Romel, 3rd yr student: Smaller particles that can be seen in
microscope. Example: bacteria, fungi

11. Empty space between particles
Research on student conceptions revealed that even
though some students recognize the particulate nature
of gases, they still resist the notion of empty space
between the particles (Whitfield, 2006). Students
would therefore, find it difficult to comprehend the very
concept of a void in space in a solid in discussions
about the atomic level structure of crystalline solids.

12. Students’ misconception about the
space between molecules
Students think that there has to be something in the
space between particles. They have difficulty
accepting the notion of an empty space. Students
hold the view that any “empty” space must contain
air, dust, and other gases.

13. Students’ misconception about the
space between molecules
Evidence
Most of the students mentioned that a solid substance
is made up of only one kind of particles and that there
is no empty space between them. They explained their
answer by stating that no place is completely empty.

14. Particles are in constant random
motion.
That matter is made up of moving particles is a key
idea of the kinetic theory. The theory explains the
tendency of gases, liquids, and solids, to spread
(though very slowly in the case of solids) in all
directions.

15. Explanations on three familiar
events:
Event 1: A toy balloon becomes smaller and softer
after two days.
Event 2: Without stirring, ink/food color drop spreads
evenly in water.
Event 3: Bagoong or perfume smells.

16. Misconceptions about the motion of
particles
Instance 1: Gas moves through tiny pores in the
rubber balloon.
Students’ responses:
“Espiritu” is lost.
Powder is no longer effective.
Air sticks to the hand of the player.
Air is evaporating.
Air is compressed.

17. Misconceptions about the motion of
particles
Instance 2: Liquid diffusion (ink spreading in
water)
Students’ responses:
Something is pushing the ink.
Ink follows shape of bottle.
Ink atoms are lighter than water.
Ink is colored.
They just spread.
Water is evaporating.
There are spaces between molecules.

18. Misconceptions about the motion of
particles
Instance 3: Gas diffusion (odor spreading in
the room)
Students’ responses:
Odor is caused by the fish/perfume.
It always smells.
There is air in the bagoong/perfume.
It is spreading in air.
There is evaporation and mixing in the air.
There are open spaces in the air.

19. Suggestions:
1. Use suitable metaphors, modes, and analogies to
make the idea more experiential. The following
might be good analogies of random intrinsic
motion:
Random, frenzied movement of players in the heat of
a basketball
tournament.
Fast, random movement of bees in a disbursed
beehive.

20. Suggestions:
2. Give more examples for students to see and from
which intrinsic particle motion can be inferred.
The diffusion of india ink or dye in water can be
observed through a microscope. The colloidal particles are
seen to move around in a constant jerky dance.

21. Suggestions:
3. Allow students to discuss in groups the
explanations for the three instances given in this
study.
Listening to students can enhance teaching if the
teacher takes time to consider the ideas students bring into
the classroom and helps them construct knowledge based
on these ideas.

22. References
Marasigan, E.L. & Pili, A.S. (Feb. 9-10,2007). The use of
particulate drawing in exploring students’ misconceptions on the nature
of matter [CD]. Distributed during the Feb. 9-10, 2007 National Seminar
Workshop on Misconceptions in Science and Mathematics Education
held at the University of the Philippines NISMED, Diliman, Q.C.
Whitfield, M. (2006). Demonstrating void space in solids: A
simple demonstration to challenge a powerful misconception. Journal of
Chemical Education, 83, 749-751.